Color and
the Classroom
Anyone with only a modest degree of experience working with
children has recognized that their moods can be impacted by numerous color-related
factors ranging from the amount of light in the classroom to the myriad colors
surrounding the classroom. The color of the chairs, desks, tables, bulletin
boards, floors, furniture, and walls can impact student learning and student
behavior.
Since the publication of Faber Birren’s book, Color Psychology and Color Therapy,
there has been a growing interest on the part of educators and administrators to
better understand how colors can influence the overall climate in the classroom
and the role that emotions/mood play in concentration, appetite, relaxation,
alertness, and student engagement and thereby, learning. Every educator
acknowledges the value we place on memory, but learning precedes memory
formation, and emotions often determine when, if, and for how long a memory
last. Certain colors stimulate creativity, while others promote collaboration
with colleagues (PBL-oriented learning environments), and still other colors
keep students “bouncing off the walls.” There are also colors that activate the
body-brains alarm systems, which shut down learning and memory.
Not only are there centuries-old and widely-accepted
therapeutic benefits of specific colors, that knowledge can be put to good use
and classroom planning. While there is no direct one-to-one correspondence
between color and student learning/memory, we do know that specific colors can
have a significant impact on the emotions and moods that influence learning.
Although some colors (example: black) are excellent for keeping a classroom clean
and cleaning up daily, they are not ideal colors for stimulating student
participation in conversations that advance learning. The best
ergonomically-designed furniture will not counterbalance the impact of the
colors that negatively affect learning.
Before the bell rings for dismissal, teachers frequently
admonish kids, “…And don’t touch the walls in the hallway!” Research from
cognitive science tells us that stimulating the hands and fingertips is how we
stimulate the young brain. Most adults will notice that children walking past a
picket fence on the way to or from school will want to touch every single picket
as the child passes by. The first 3 feet of school hallways should be composed
of paneling, burlap, or any material with indentations, varied surfaces,
crevices and protrusions that activate the high density of specialized receptors
in the fingers, which “turn on the brain” readying young children for learning.
Colors
in the classroom
· Aqua
blue and light green – are calming colors (conducive to relaxation, comfort,
and a sense of well-being and healing). Light blue is a tranquilizing color
(decreasing nervousness and irritability), and regularly persuades our
body-brain into thinking that the room temperature may be cooler than it
actually is. The body-brain message sent by these colors is “calm down.”
· Bright
yellow – promotes excitement, optimism and liveliness in children, which can be
an asset to creativity (“sunshine and energy”), but can be over-stimulating to some
learners. The body-brain message sent by this color is “be alert.”
· Red
and red/orange – stimulates the alarm systems in the brain and can promote
anxiety learners. They can be disturbing to anxious individuals, as well as students
with ADD and ADHD. The message sent by these blood-like colors is “you had
better pay attention!”
· Off-white
- promotes and helps to maintain one’s attention, because it is not
distracting, although it does little to stimulate thinking either. The
body-brain message sent by this color is “only look around occasionally at your
surroundings.”
· Neutral
colors like beige - also a common effect on children, but can lead to lethargy.
(Thus, these colors are also referred to as “institution beige,” because of
their use in hospitals, correctional institutions, and many schools). The
larger challenge is that one will often “calm down” to the point of drowsiness
or slumber. Neutral wall colors can be matched with colored furniture as the stimulant.
The body-brain message sent by beige and related bland colors is “relax.” Dark brown promotes a sense of security
and relaxation, but can promote feelings of fatigue, particularly during
winters.
· Gray -
elicits depression, sadness, and edginess in students. Gray to the human
body-brain suggests clouds overhead and the absence of sunshine, promoting
negative moods that are not conducive to long-term learning. In geographical regions
where there is little sunshine for long periods of time, inhabitants regularly
experience “Seasonal Affective Disorder” (SAD), because each time they look up,
everything is still gray with dark clouds. The body-brain message sent by gray
and related melancholy colors is “not much reason to be happy or excited here.”
· The
free play centers and common gathering areas should have bold vibrant colors
(red and/or canary yellow tables that are stimulating and exciting. These
colors generate immediate smiles from children.) The body-brain message sent by
vibrant colors is “have fun!”
· The
reading center should have blue chairs, beige rugs and only slightly decorative
walls.
Using large wide rolls of colored paper (including wrapping
paper) to cover student tables on which specific learning tasks are planned,
can promote specifically sought-after behaviors. For artwork or creative STEM
projects, bright colored and/or patterned paper is an appropriate stimulant.
For student discussions cover the table with calming greens or aqua blue paper
promotes the desired behaviors.
School furniture, classroom decorations, and displays of
artwork (streams of crêpe paper) that complement the learning goals of the
environments can enhance student responses that move them towards the intended learning goals rather than away.
Picture a long vinyl couch manufactured in each of these
colors inside your “mind’s eye.” Then, ask yourself, “How would I feel as I walked towards that couch, and
what would I do on that particular couch?”
As you think of your own response, you will quickly detect the impact of that
specific color on your own mood(s). In planning colors for your classroom and
students, whether you are investigating furniture or wall colors, deploy the
“couch color test” as a practical barometer for the most probable affect that a
particular color will have on the moods of the students in your classroom.
